IMiGt  LISRAftY  6P  PbUCATfOW 

UNIVERSITY  Or   CULiFORPM^ 

BE«K€LEY.  CAUFO/»W»A« 


UC-NRLF 


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The  educational  principled  and  methods  of  the  Philippine  school 
system  and  their  adaptability  to  the  present  needs  of  Siam 


By 

Bertram  Bethuel  Bronson 
A.B.  (Nazarene  University)  1915. 

THESIS 

Submitted  in  pp.rtial  satisfaction  of  the  requirements 

for  the  dep;ree  of 

UAST-m   OF  ARTS 

in 

Education 

in  the 

GRADUATE  DIVISION 

of  the 

UNIVERSITY  OF    CALIKPNIA 


Approved 


Instructor  in  Charice 
Deposited  in  the  University  Library 


Date  Librarian 


ONPEPT- 


C   OBTEHTS 


Preface    • «»#9«>9f#p«. p.i-lli 

Introduction 

World's  interest  in  Philippine  colonial 

policy  -  principles  of  President  McKinley  - 

the  ideals  of  the  American  school  system  in 

the  Islands  -  the  whole  plan  purposive  - 

the  chief  characteristics  of  adaptability 

and  plasticity  -  the  influence  of  the 

school  in  occupation  of  '98  -  breaking  the 

ground  for  the  Burenu'a  work  -  freedom  of 

teachers  and  staff  -  the  work  experimental  - 

the  teachers'  interest  -  the  Peoples' 

interest  •  the  effectiveness  of  the  Bureau 

of  Education  -  its  organization  by  Dr. 

BarroT?rs  a  marked  success  — p  .1-10 

Chapter  I 

The  principles  of  the  Hillippine  System. 
1^.  Principles.  Adaptation  to  natural 
"Conditions  end  resources  -  an  agricultur- 
al people  ?/ith  physical  needs  greatest  - 
under  bordens . 

2.  Principles  based  on  existing  needs  - 
no  selfish  motive  in  f'overnsaental  plan  - 
aim  altruistic  and  well  rounded  (a)  con- 
sideration of  world  markets  in  plan  for 
development  (b)  develop.ient  with  exist- 
ing industries  as  basis  (c)  purpose  in 
social  developiiient  (d)  health  considera- 
tions -  various  principles  involved  -  the 
end  of  tJiia  induistrical  education  -  civic 
and  social  regenerallon  important  -  the 
part  played  by  health  conditions 

3.  Principles  based  on  psychological  condl- 
Tiona  ••  use  of  natural  agencies  to  aid 


mental  processes  -  the  chief  charactoristlcs 
of  mind  «  racial  and  tribal  hinderances  - 
the  three  general  directions  of  work: 

(1)  development  of  strongest  qualities 

(2)  creation  of  new  Int^irests   (3)  changing 
of  habits  -  some  native  traits  used  »•  basis 

of  appeal  -  things  to  be  changed  ..•»•*.•••••••  pp .11-28 

Chap  ter  II 

The  Methods  of  Applying  these  Principles. 
Nature   of  the   ca?gan  of  nethod  *  its   offices   - 
first  methods   of  proceediu"'e  -  the  teacher  - 
the  method   of  unifying  the  work  -  language  - 
development  of  the  syston  -  schools   -  the 
districts  •  co-operation  of  the  people  «  the 
native  teacher  -  his  value  and  usefulness   - 
practical  methods  used     1.  tiio  gradtial  growth 
frori  hcs-ne  industries  2.  progrssj^lve  agricul- 
tural plans     3*  social  a^^enciea    and  methods 
4.  methods  of  treating  psychological  conditions   - 
some  agencies  In  use.... .. •♦•♦«♦•#•*•• pp. 29-45 

Chapter  III 

The  Adaptability  of  these  Principlos  and  Methods 
to  the  He© da   of  Siom* 

1.  Natural  conditions  considered  -  the  first 
gr-ound  for  applying  the  principles  and  methods 
of  the  Philippines   (a)  comparison  :;s  to  geogra- 
phical location  (b)  Similarity  in  climate, 
topography,   soil,   and  seasons    (c)   ccsnparlson  as 
to  products  and  honie  industries  at  the  time 
of  the  American  occuj>ation  of  the  P.J.    (d)  the 
two  populations,  racial  traits,    life,  habits   - 
the  lingiiiatic  aituotloi.    (e)   sane  cawion  points 
in  historical  backrTound.   -  religious  influence 
in  life  •  the  part  of  aniiiiisin  -  tlie  folk-lore, 
fetish  and  religious  rites  and  of  ft,  rings. 
8.     'ilie  Present  Status   of  the  Siamese  education- 
al syst-em.-  number  of  years   organized  -  measure 
of  its  success  by  influence  in  nations  *   life  and 
interest  of  the  people  -  the  organization  - 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/educationalprincOObronrich 


mx0«r7i9lmk  miA  t«a«3iiisg  f  ai*ee  »  iRNHMSifts  of 

leerxilna  «•  tools  and  laboratarla«  •  th«  t&xt 

And  methode  of  teaohlng  «  t^e  profiuets  of 

th6  ftohool  •»  opiniOQ  ^  Prine*  {>lt«<i»uloieo« 

3«     A  pi»Opot«d  «^hi6tttioiHil  pp9&»m»  (a)  pro-* 

posftl  to  take  advontac©  of  the  results  of 

liiiA  Phillppiao  •tiAttWiw  w  th«  dlreot  value  of 

flMMi^  pptnetpliBB  and  no^ods  to  Sla»M«  « 

xmable  to  800  truo  ne«il  owil  fwiimlate  woiPklns 

ia»*l8|  <b)  to  boglsi  y-eoosiAtxnieticm  l»y  stiip^l?* 

ixig  «  better  8iy?«rtl«ion  «  Ijotter  training  cr 

t#ft«liers  «  direet  sjethode  in  te&#il»g  praotloftl 

M^jootsi  <o)  r«vtalon  of  ryhol©  eontent  of 

emanMi  ^  ehftn^ss  from  olidMiloal  to  prw^t4.&eiX 

instntotioa  -  oatlined  9U8ge»tioi28  • pp  .46-65 


PREFACE 

The  problem  of  education  In  the  Par  East  has  become 
one  of  vital  interest  to  rae  since  ray  journey  throu^ 
Japan  to  China  to  the  "Oriental  Land  of  the  Free", 
geographically  designated  as  Siain.   'What  impressed  me 
most  was  the  inadequacy  of  the  existing  schools  to 
meet  the  needs  of  the  masses  of  the  people.   As  one 
teacher  said  in  a  Chinese  College,  "the  people  do  not 
know  how  to  use  the  simplest  things  of  the  sciences, 
arts  and  trades".    But  most  striking  is  the  utter 
failure  of  the  schools  to  meet  the  needs  of  those 
people  whose  sustenance  depends  on  the  products  of  the 
soil. 

I  feel  justified  in  making  this  criticism,  especially 
In  relation  to  Si am  where  the  people  are  almost  entirely 
agrarian  and  partially  nomadic.   Tiieir  needs  are  keen, 
not  only  in  respect  to  physical  development  but  also  in 
r  elation  to  purely  intellectual  ideas*   There  is  not  in 
this  land  the  same  intellectual  craving  among  the  people 
as  in  China  and  there  does  not  seem  to  be  a  strong  enou^ 


ii. 


Incentive  in  the  present  to  stir  the  people  to  think  and 
act.   Many  excuses  have  been  offered  for  this  condition, 
but  they  do  not  suffice,  and  in  no  way  can  reasons  be 
offered  as  to  why  the  system  should  fail  to  achieve  as 
much  as  has  been  done  In  the  Philippines  where  the  people 
seem  to  be  of  the  same  stock  as  the  Siamese  and  certainly 
have  the  same  characteristics. 

My  interest  in  the  work  among  the  Filipinos  began 
while  directing  the  work  of  the  Nan  Boys'  Academy  in 
Muang  Nan,  North  Siam.   It  has  been  increased  by  the 
friendship  of  a  few  Filipino  boys  who  are  the  products 
of  the  work,  and  it  has  been  intensely  aroused  by  the 
ccHTiparative  study  as  this  thesis  was  being  prepared. 

I  am  indebted  to  many  for  valuable  aid,  especially 
to  President  David  P.  Barrows  for  the  use  of  his  fine 
collection  of  books,  pamphlets,  and  catalogues  on  this 
subject.   Further,  to  Dr.  Lewis  Hillis,  for  suggestions 
from  a  first  hand  knowledge  of  affairs,  there  is  a  debt 
of  gratitude,  as  also  for  valuable  suggestions  for  back 
ground  reading  for  this  interesting  study*   It  has 
yielded  personal  satisfaction  in  that  it  has  clearly 
shown  that  there  Is  a  solution  of  the  problem  of  ineffective 


lii 


unadapted  oducation  which  la  praotloal  Instruction. 
It  is  the  typa  of  public  instruction  that  enlists  tha 
interest  and  co-operation  of  the  people  as  a  whole, 
because  it  affects  their  well  being. 


*♦***•*♦******* 


THE  EDUCATIONAL   PRIKCIPL*^S   AND  MTTHOC' S  OF  THE   PHILIPPINE 
SCHOOL  SYSTEM   AND  THEIR   ADAPTABILITY 
TO  THE  PRESENT  NEEDS   OP  SIAM. 

Introduotlon 

The  eyea  of  the  Diplomatic  World  were  on  America  when 
In  1900  she  undertook  the  task  of  governing  the  Philippines. 
They  wondered  concerning  her  colonial  policy.   Would  she, 
like  the  European  nations,  make  her  mandate  the  opportunity 
for  exploitation?   When  she  proposed  to  make  education  the 
chief  agency  and  the  end  the  Ideal  of  democracy  and  demo- 
cratic thinking,  we  only  invited  contempt  and  gnt  It. 
However,  today  the  greatest  Illustration  of  colonial 
development  Is  the  scorned  Idealism,  and  that  because  the 
first  aim  of  the  task  was  complete  education  and  there  was 
no  selfish  exploitation,  no  paternalistic  government,  and 
no  mere  sop  in  educational  practice  as  ordinarily  presented 
by  governments  to  their  subject  people.    America's  task 
was  not  merely  the  building  of  the  system  from  the  ground 
up;   It  was  preparing  the  ground.   Removing  the  suspicion 


d 


againat  the  white  man  and  hie  oonduct  In  the  orient  «  and 
the  removing  of  the  Filipinos'  opposition  to  the  Spanish 
Primary  School  System  whioh  they  hated, waa  the  first 
step  in  the  xindertaking. 

To-day  the  eyes  of  the  Educational  World  are  on  the 
Filipino  people,  beoause  a  race,  whioh  was  considered  by 
commercial  e^loiters  an4  even  by  some  enlightened  Europ- 
eans as  impossible  of  development,  has  perhaps  had  a 

more  rapid  economic  development  in  two  decades  than  any 

1 
other  country,  due  to  education.    The  policy  stimulat- 
ing this  is  expressed  in  President  MoKinley's  address 
to  the  Philippine  Commission,  stating,  "that  the 
Commission  should  bear  in  mind  that  the  new  government 
was  not  designed  for  our  satisfaction,  nor  the  express- 
ion of  our  theoretical  views,  but  for  the  happiness, 

3 
peace,  and  prosperity  of  the  Philippine  Islands," 

This  spirit  has  permeated  the  whole  machine  of 
American  governmental  development,  and  has  won  the 


Paul  Monroe,  in  Asia,  January  1920,  p.  81. 
3 
President  MoKlnley,  In  Address  by  F.  Crone,  in 
H.  E.  A.,  1915,  p.  166. 


3-  4 


hearts  of  the  people  principally  through  the  work  of 
the  eohool  system.   Thus  they  have  been  persuaded  of 
our  benevolent  intentions  and  have  so  heartily  co-oper- 
ated that  there  oannot  be  found  a  parallel  polioy«  and 
development  in  history.   The  core  of  the  whole  systen 
which  has  been  so  successful  is,  that  the  Bureau  of 
Education  in  promoting  "the  happiness,  peace  and  pros- 
perity" of  these  peoples «  has  prepared  the  people  to  make 
a  happy  living  under  the  most  practical  conditions  of 
democratic  choice.   The  world  is  full  of  systems  of  voca- 
tional training  but  in  no  other  case  is  there  worked  out  a 
system  which  in  its  entirety  is  bent  on  making  the  people 
develop  along  their  natural  lines  and  use  the  natural 
tools  and  conditions  as  in  the  Philippines.   Nor  is  there 
such  a  system  of  adapted  Industrial  instruction  given  with 
the  intention  of  instituting  democratic  ideals.   The 
system  which  in  almost  an  arbitrary  way  is  bent  on  teachtng 
the  child  to  live  is    giving  power  of  choice  in  the 
proper  place.   In  this  respect  the  educational  policy 
which  the  United  States  has  adopted  in  dealing  with  the 


1 

Filipinos  is  without  a  parallel  in  history. 

Philippine  education  is  purposive.   In  the  great 
plan  of  developing  the  people  themselves  the  highest 
ideals  have  been  chosen  and  the  most  praotioal  methods 
of  achieving  them  have  been  used.   The  political  as 
well  as  the  economic  end  is  a  free  and  capable  people. 
The  means  of  attainment  is  by  education.   "Those  in 
charge  believe  it  is  the  function  of  a  public  school 
system  to  prepare  every  boy  and  girl  for  the  happiest, 
freest,  and  most  efficient  life  possible  in  a  sphere  to 
whioh  his  actions  will  probably  be  confined."   The  only 
limit  to  the  sphere  of  activity  is  the  volition  of  the 
child  or  the  economic  condition  of  the  home,  for  the  way 
is  ever  open  for  him  to  rise  to  the  highest  place.   The 
Philippines'  middle  class  and  political  leaders  are  for 
the  most  part  rising  out  of  the  once  submerged  low  class. 
The  two  most  characteristic  qualities  of  this  purposive 
educational  system  are  its  adaptability  and  its  plasticity, 


1. 

Worcester,  Philippine  Islands  Past  and  Present,  V.^, 
p.  531. 
2 
F. Crone  N.E.A.,  1905,  p.  166, 


In  the  first  dB.y»  of  American  oooupatlon,  wherever  tbe 
Amerloan  flag  k&b   raised  there  a  aohool  wae  started.   At 
first  the  teacher  was  very  often  a  soldier  put  to  the  task 
of  Inetruotionj  and  in  many  oases  the  first  pupils  went  to 
school  at  the  point  of  the  bayonet.   General  Bell,  in 
charge  of  the  Phill^^plne  forces,  said  that  the  establish- 
ing of  a  school  was  worth  as  much  as  a  company  of  soldiers 
in  a  town  toward  the  establishment  of  peace.^   The  early 
teacher  was  not  hampered  by  traditions  binding  in  other 
fields,  but  was  free  to  adapt  his  instruction  to  the  minds 
of  the  people.   Too  often  he  found  the  teaching  of  the 
"three  H's"  inadequate  and  almost  always  he  changed  his 
educational  method  that  it  might  be  adapted  to  the  environs 

and  conditions  of  the  peoole,  taking  into  account  their 

2 
needs.   Often  he  was  forced  to  leave  these  only  as  a  back- 
ground, laying  emphasis  on  the  teaching  of  crafts  that 

i 

Goods,  ?.  Our  Educational  Experiment  in  the  Philip- 
pines, p^.    4,  5. 
3 

Arnold,  Education  in  the  Philippines,  p.  338. 


would  iaprovo  the  homo  life  of  the  people,  teaching  eanitation 
to  save  life,  and  teaohlng  English  ae  a  basis  for  a  large 
life  through  study.   Thus  the  early  system  was  the  result  *- 
of  the  personal  contact  of  the  taaoher  and  people »  and  it 
is  from  these  and  further  studies  in  the  field  itself 
that  the  present  system  has  grown.    It  is  a  oonposite  - 
of  reoonnendations  of  hundreds  of  teachers  scattered 
throughout  the  Archipelaga,  and  these  reports  have 
been  based  on  hard  earned  experience .   The  early  adminis- 
trators also  were  tinhanpered  by  tradition  and  had  only  the 

govemnent  to  look  to  for  direction,  and  so  they  aade  it  a 

8 
great  ei^eria^sntal  ground.    Thus  this  systea  built  by  an  - 

adaptative  growth  has  ever  renained  plastio,  ar.d  these  two 

eleaents  have  ever  kept  the  system  of  the  highest  usefulness 

and  given  the  sohools  an  unprecedented  plaoe  in  the  hearts 

of  tha  iJ6or-le.   It  was  the  teacher's  and  siq>erintendent*s 

task  also  to  know  the  needs  and  provide  the  material  of 

learning  to  meet  them.   Tt  was  his  duty  to  hold  fast  to  - 

all  that  was  best  in  Filipino  oharaoter,  and  supplement  it 


f- 

Worcester,  Philippine  Islands  Past  and  Present,  V.3, 
pp.  504,  505. 

a 

Orone,  M.  E.  A..  1915,  166  ff. 


8 


1 
with  tha  best  we  had  to  offer.   And  we  kaow  he  went  to 

3 
work  to  eolve  the  taska  with  an  earnestneas  unsurpasaed. 

Inside  of  a  few  years  they  won  the  favor  and  co-operation 

of  the  people  whioh  has  resulted  in  insistent  demands  for 

more  schools,  even  among  the  wild  tribes  of  the  Igorots 

and  among  the  anti-ohristian  Uoro  tribes.   A  thousand 

sohools  could  be  bisilt  tomorrow  and  all  filled  were  there 

fimds  to  carry  them  on  and  sustain  a  high  standard.   There 

are  over  six  hundred  thousand  in  the  schools,  about  one  Inin- 

dred  thousand  have  been  turned  away  inside  a  year  and  there 

are  two  or  three  hundred  thousand  who  would  like  to  enter 

but  oannot  because  of  economic  conditions  of  the  home  th(t 

require  their  presence  there  rather  than  at  the  school. 

The  school  in  many  a  town  is  looked  up  to  as  the  pride  of 

the  town;  it  is  the  fountain  of  Inspiration;  it  is  the 

3 
open  door  toward  a  better  living. 


I 

Crone,  National  Educational  Association,  1915,  167ff. 
2 

Ibid.,  166. 
3 

Goode,  P.  Our  Educational  Experiment  in  the  Philip- 
pines, pp.  4,5. 


9. 


This  extensive  work  has  been  made  possible  only  through 
the  central  organization  of  the  Bureau  of  Fducation.   But 
It  is  Interesting  to  note  that  the  policy  and  organization 
of  this  Bureau  has  been  the  result  of  gradual  crystalliza- 
tion of  practical  experience.   It  took  permanent  form  in 
1903-4  under  the  direction  of  President  Barrows  of  the 
University  of  California,  then  the  Director  of  the  Bureau 
of  Education.   It  is  one  of  the  most  absolute  of  bureaus 
in  existence  today.   It  is  organized  and  equipped  for 
effective  work,  and  can  carry  out  promptly  and  effectively 
the  policies  determined  by  the  central  office.   At  the 
same  time  it  is  still  growing,  still  enlarging,  still 
learning  more  of  the  people,  their  needs  and  th^  remedial 
agencies.   The  directors  are  most  willing  to  get  advice 
from  the  teachers  and  superintendents  and  forge  the 
policies  of  the  Bureau  in  accordance  with  these  ideas 
given  from  the  field  of  action. 

This  Bureau  through  its  years  of  service  has  brought 
about  a  profound  change  in  public  sentiment.   It  has  creat- 
ed new  ideals,  new  ambitions,  new  hopes.   The  Influence 
from  the  school  has  reached  the  home  for  not  only 


10 


mental  and  physloal  lmproT«nent ,  but  also  for  moral  and 
splritxMil.   The  change  wrought  has  been  of  baelo  im- 
portance to  the  country.   The  results  gained  are  as  great 
as  they  are  because  of  the  recognised  need  of  changes  that 
are  fundamental.   When  at  the  first  it  was  apparent  that 
any  educational  system  adhering  cloaely  to  acedemi*^ 
studies  would  simply  serve  to  perpetuate  the  poverty  and 
servile  conditions  of  the  people,  those  in  charge  of  the 
situation,  being  free  to  work  out  their  beet  plana,  saved 
the  situation  by  daring  to  ignore  the  force  of  tradition, 
and  they  have  proved  to  be  the  savers  of  a  people. 

Because  of  the  marked  success  of  this  educational 
experiment  we  wish  to  make  an  analysis  of  the  principles 
which  were  the  basis  of  this  exceptional  m.ethod  that  the 
same  principles  nay  be  adapted  to  the  educational  needs 
of  the  people  and  schools  of  Siam. 


11 


Chapter  I 

THF  PRINCIPLES  OP  THF  SYSTEM. 

The  educatloiml  policy  of  the  Philippine  Islands 
was  not  an  assimilative  policy.   Its  end  was  not  be 


>-Six 


Americanize  nor  Anpflo-Sixonlze,  but  to  make  better  Fll- 

1 
Iplnos.    It  did  not  aim  to  suppress  native  character 

nor  sacrifice  any  of  Its  excellency.  Its  purpose  was  to 

help  them  to  adopt  and  fit  to  their  own  conditions  and 

purposes  the  common  civilization  of  the  Western  world. 

Principles  Involved        Not  only  In  the  days  of  definite  organlza- 
,  Adaptation  to  Natural 

Conditions  and  Resources.   tlon  In  policy  and  practice  but  In  the  ear- 
lier formative  periods  the  teacher  and 
supervisor  and  director  saw  the  necessity  of  maklrpc  the 
educational  training  adapt  Itself  to  the  natural  condi- 
tions of  the  country.   This  meant  at  once  the  persuance 
of  an  agricultural  program. 

At  the  time  of  American  occupation  the  census  showed 
that  of  1,958,400  men  engaged  In  occupations  1,145,230 


1 

Barrows,  D.P.,  Fifth  Annual  Report  of  Director  of 
Education,  1905,  p. 15 


12. 


were  fanners  or  farm  laborers.   The  majority  of  these 

owned  their  own  farms  which  were  of  an  averap;e  of  about 

nine  acres.   "The  hope  of  the  school  Is  to  solve  this 

1 
problem  of  making  better  farmers."    In  spite  of  the  fact 

that  such  a  large  part  of  the  workers  are  independent  land 
holders.  In  order  to  live  and  prevent  starvation  they  are 
forced  to  borrow  from  the  wealthy  proprietors  which  means 
the  continued  mortgaging  of  the  future.   In  spite  of  the 
richness  of  the  tropical  lands,  the  abundance  of  natural 
foods,  and  aids  In  development,  the  people  were  undernour- 
ished and  unprotected,  and  thus  continually  subject  to  the 
ravages  of  disease. 

The  first  consideration,  therefore,  of  this  purposive 
education  was  to  make  the  land  serve  and  adequately  sustain 
the  people  and  the  people  develop  the  land  as  a  foundation 
of  a  higher  development. 

How  absurd  it  would  have  been  to  neglect  or  Ignore 
the  great  question  of  agricultural  development  and  train- 
ing when  most  of  the  people  live  in  towns  and  villages 


1 
Barrows,  D.P.,  Fifth  Annual  Report  of  Director  of 
T^ducation,  Philippine  Islands,  p.  16. 


13. 


at  the  edge  of  their  rioe  fields,  and  most  of  them  are 

1 
very  fond  and  careful  of  their  little  estates. 

But  the  laok  of  proper  implements  and  also  of  the 

proper  water  supply  make  It  Impossible  for  them  to  make 

a  living  and  they  must  fall  hack  on  day  labor  zor  some 

large  proprietor  or  have  other  income  from  a  small 

family  industry.   In  very  few  oases  is  the  Filipino 

an  Independent  farmer  and  at  almost  all  time  he  is  at 

2 
the  mercy  of  the  money  lender. 

Principles  Involved.       "Their  betterment  is  the  task  of 

i.  Principles  of  Education      education  in  these  islands.   Very 
Based  on  Existing 

Needs  of  the         differing  policies  have  been  held 
People. 

before  the  American  Government  in  the 

Islands;  policies  of  economic  develop- 
ment by  outside  capital  and  Imported  labor;  of  the  grant- 
ing of  large  franchises »  the  creation  of  large  corpora- 
tions; the  development  of  a  great  commercial  colony,  but 
for  the  educator  the  ideal  to  be  achieved  here  is  that  of 


I 

LeRoy,  J. A,,  Philippine  Life  in  Town  and  Country, 
pp.  44,  71 

2 
Report  of  Philippine  Commission,  1900,  Vol.  4,  p.  99. 

also  LeRoy,  Philippine  Life  in  Town  and  Country,  pp.  44,11. 


14 


a  pprowlnif,  thrlvlnp  population,  able  to  speftk  a  ccmmon 
lanf!!uap:«,  two  third  a  a^rl  cultural,  all  economically  Inda- 
p«nd«nt,  owning  the  farma  they  till,  trained  to  better 
method «  of  agriculture  and  industry,  able  to  read  and  under- 
stand the  newspapers,  *>le  to  keep  accounts,  to  figure  out 
profits.  Interest,  c«MiBnl88lon  and  other  simple  matters  of 
business;  subsisting  on  a  more  varied  and  nutritious  diet, 
living  in  better  houses,  in  -rUlaines  and  towns  with  sanitary 
sources  of  water  supply  and  sanitary  systems  for  the  dis- 
posal of  sewerage;  the  government  of  which  conmunltles  the 
people  shall  understand  and  In  which  they  shall  actively 
and  intelligently  participate.   These  are  the  results 

which  this  Bure«%u  is  spending  nine  tenths  of  its  thought 

1 
and  effort  to  help  attain." 

Practical  instruction  In  relationship  to  the  needs  of 

the  people  «m   we  find  them  Is,  then,  the  purpose  of  the 

system.  The  consideration  of  the  mental  qualifications  of 

the  people  in  this  vocational  syatero  sill  be  discussed  in 

the  next  general  topic,  number  S.   The  considerations  on 

which  efficient  instruction  was  first  and  Is  still  given 


Barrows,  D.P.,  Fifth  Annual  Report,  Director  of  Fdu- 
oation,  pp.  SO,  21. 


15 


are  grouped  as  follows: 

a.  Instruction  in  lines  for  production  that  will 
be  recognized  In  the  world's  aiarketo.   If  the  people  are 
to  prosper  and  develop  they  must  have  the  encouragement 

of  aohievement  in  world  spheres  as  well  as  of  the  finandial 
returns  themselves. 

b.  Education  must  be  along  the  lines  of  the  preseil 
industries,  and  these  lines  of  work  already  existing  mus^ 
be  developed  as  paying  propositions  to  the  people.   In 
the  faam  industries,  textiles  and  traders,  or  whatever 
crafts  there  may  be,  the  aim  of  the  Bureau  of  Education  is 
to  make  them  a  means  of  livlihood,  social  and  economic 
development,  and  character  building. 

o.   The  school  life  mytst  create  a  new  social  life 
and  must  bring  a  social  unity.   That  will  result  in  an 
intelligent  participation  in  government  by  all,  in  other 
words,  there  must  be  universal  suffrage.   It  must  train 
for  citizenship  and  must  instill  the  true  idea  of  publio 
service. 

d.   The  Department  of  Education  must  improve  the 
health  of  the  people  by  introducing  new  foods,  instruotS^S 


16. 


In  the  care  and  development  of  the  body,  and  also  bring 
to  the  consciousness  of  the  people  the  need  and  beneficial 
results  of  sanitation. 

In  the  producing  of  goods  for  a  world  market  there 
are  other  elements  than  the  immediate  return  of  financial 
gain*   It  requires  that  they  know  the  products  that  are 
marketable,  and  in  what  quantities.   It  teaches  the  pro- 
portion of  production  *nd  also  It  challenges  them  to 
develop  a  real  skill,  that  the  articles  produced  may  bring 
a  fair  profit* 

Ho  considerable  branch  of  exportation  Is  found  which 

does  not  come  from  the  vegetable  kingdom,  obtained  in  the 

1 
first  instance  by  field  labor.    The  hope,  then,  of  the 

2 
nation  is  in  the  development  of  the  peasant  producer, 

the  development  of  the  land,  the  natural  products  and 

then  those  adapted,  the  natural  resources  such  as  water 

supply,  and  improvement  in  tools  and  methods.   Where  much 

was  produced  in  the  way  of  rice,  cocoanut,  sugar,  etc.,  it 

was  on  the  estate  of  the  landed  owner  and  by  the  tenants 


1 

R(»port  of  the  Philippine  Commission,  1900,  Vol.4,  p. 6 
2 

Barrows,  D.P.,  Flghth  Annual  Report  of  Director  of 
Mu  cat  ion,  p.  9. 


17. 


on  the  Indebted  peftsant  proprietor.  There  was  therefore 
no  Inspiration  to  develop  or  to  increase  production  among 
the  masses  who  most  needed  Improvement.   The  hope  for  a 
free  people  Is  their  independence  in  aprioulture  and  the 
trades;   and  this  freedom  is  the  hope  of  the  Islands* 
To  awaken  the  dependent  fajnner  is  no  small  task.   Hie 
labor,  such  as  it  was,  brought  but  little  in  returns  to 
himself  -  to  get  him  to  increase  his  efforts  therefore, 
he  must  see  the  benefits  of  hi&  labor.   This  has  been 
one  of  the  principal  objects  of  the  educational  develop- 
ment. Rome  of  the  principles  involved  are,  (1)  to 
develop  a  sympathetic  and  enthusiastic  attitude  toward 
labor,  (2)  to  cnoouratre  industrious  habits,  (3)  to  teach 
the  fundamentals  of  good  craftsmanship,  (4)  to  teach  trades 
by  which  the  pupil  may  live  and  improve  his  condition 
when  he  leaves  school.   The  true  end  of  the  Industrial  in- 
struction is  (1)  to  teach  character,  the  value  of  labor, 
skill,  etc.,  (2)  the  development  of  local  industries 
along  the  existing  lines  -  improving  natural  products  and 
methods,  and,  (3)  the  marketing  of  the  products  In  a 
beneficial  way. 


18 


Previous  to  1698  there  were  onlj   a  half-dozen 
seoondary  aohools  In  the  Islands  and  these  as  well  as  the 

primary  sohools  were  for  the  boys  and  girls  of  the  landed 

1 
arlstocraoy,  offering  no  chance  for  the  masses.   We  hard- 
ly wonder  that  the  Filipinos  revolted  against  the  rule  of 
Spain  when  we  see  how  surely  she  planned  to  keep  th«  pecrle 
servile.  Woman's  position  was  high,  parallel  to  man's.  In 
soolal  life,  in  the  house,  and  in  business  she  was  his 
equal.   But  they  have  never  enjoyed  the  same  educational 
privileges,  and  perhaps  never  will  be  entirely  on  the  same 
plane,  but  the  hope  of  the  land,  nevertheless,  depends  on 
educated  womanhood.   The  purpose  of  the  United  States  in 
respect  to  citizenship  is  to  educate  all  the  children  and 
tbts  produce  a  race  with  suffer&ge  rights  based  on  true 
literacy;  to  educate  a  body  of  leaders  from  among  their 
own  people t  ready  and  able  to  govern  with  equity  a  long 
suppressed  lower  class;  to  educate  and  thus  break  down  the 


Le  Roy,  Philippine  Life  in  Town  and  Coimtry,  p.  309 
3 
Bu-rrows,  D.P, ,  Eighth  Anntial  Report  Director  of 
Education,  "pp.   40.  41. 


19 


barrier  between  the  upper  and  lower  olaaaes  by  the  creation 
of  a  democrat io  middle  olaae.   The  ohiaf  obataole  to  eoolal 
and  economic  progresa  was  "caclqulan"  or  "boaalam".   There 
waa  no  hope  of  true  development  until  It  should  be  removed 
Education  of  course  la  the  agency,  and  the  results  attained 
are  moat  striking.   The  aim  of  the  school  Is  to  create  a 
better  home  atmosphere,  to  make  a  new  aplrlt  In  the  home. 
In  the  community  the  aim  has  been  civic  righteousness  and 
unity,  by  creating  public  spirit  which  centered  from  the 
first  In  the  school  and  Its  new  activities,  and  now  extends 
into  all  the  country. 

The  matter  of  Improving  the  health  conditions  has 
been  for  the  aost  part  the  concern  of  the  Bureau  of  Edu- 
cation.  From  the  first  the  teacher  was  as  Interested  In 
the  life  conditions  of  the  people  as  he  was  in  giving  In- 
structlon.   He  realised  that  his  work  touched  the  whole 
life  of  the  people,  and  that  his  work  must  affect  and  be 
sffccted  by  the  whole  of  the  social  fabric.   The  first 
American  teachers  saw  the  pitiable  poverty  and  constant 
hunger  of  the  people.   The  helplessness  of  the  people 


20  < 


In  the  midst  of  imllmlted  resources  was  what  put  the 
teachers  on  their  mettle.   These  resources  were  unrecog- 
nized and  unused.   Then,  there  was  no  co-operation  in 

the  system  nor  from  the  people,  though  all  the  teachers 

1 
were  working  for  their  betterment.    Tlie  alms  that  were 

conscious  and  developing  were,  (1)  To  Improve  the  diet 
of  the  people  by  Improving  the  local  foods  and  their 
preparation,  and  by  the  Introduction  of  new  foods  to 
supply  the  lacking  food  qualities  needed  for  a  balanced 
diet.   (2)  To  Improve  the  physique  by  better  food  and 
universal  physical  training.  Many  were  going  on  by  sheer 
force  of  will,  since  their  bodies  which  were  well  formed, 
supple  and  enduring  could  not  sustain  them  In  the  work 
to  be  done.   (3)  To  Improve  sanitary  conditions,  remov- 
ing the  causes  of  disease  and  the  agencies  by  which  It 
spreads,  and  giving  instruction  in  combating  It  in  specific 
cases.   (4)  To  overcome  physical  defects  of  eye,  ear  or 
any  organ  of  the  body,  by  means  of  pr':>ner  medical  atten- 
tion. 


1 

H.  Miller,  In  National  Educational  Association 
Report,  1915,  p.  1116. 


21 


To  describe  fully  the  conditions  of  the  Filipinos 
at  the  time  when  our  government  took  over  the  Islands  is 
Impossible  here,  but  suffice  it  to  say  that  most  travelers 
and  dwellers  in  the  Par  Fast  thought  it  impossible  to 
ever  bring  such  ideals  as  ti  e  Bureau  proposed  into  the  life 
of  this  backward  race;   and  it  was  only  because  of  in- 
vincible faith  and  Incomparable  zeal,  that,  by  steadfast 
labor,  the  government  has  practically  accomplished  its  alms. 

Principles  Involved    This  Purposive  Education  has  for  its  aim  the 

3.   Psychological     highest  possible  development  of  the  natural 

principles  based 

on  the  condition    mental  characteristics.   This  naturally  la 

of  the  mind  of 

the  people.       the  result  of  the  belief  that  mental  character- 
istics are  in  accord  with  the  natural  surround- 
ings.  If  life  conditions  call  for  a  struggle  and  the 
creation  of  new  life  habits  then  the  mind  will  be  by 
nature  creative.   But  in  the  Philippines  there  is  no 
demand  for  a  conflict.   All  that  is  required  to  perpet- 
uate life  la  the  development  of  the  abundant  resources. 
This  simple  adjustment  to  life  does  not  make  creative, 
but  rather  imitative  minds.   These  strong  social  traits 
and  the  lesser  ones  also  have  had  a  great  part  in  the 
present  constructive  system  of  instruction. 


3 


*» 


At  first  «oai«  thought  tha  BX>8t  diffioult  problem 
would  be  to  unify  the  very  widely  differing  tribee  or 
to  adapt  a  mtMf  aided  syeteat  to  meet  their  individual 
social  oharactsriotios.  It  wae  soon  discovered,  how- 
ever, that  the  social  stock  is  honogeneous  -  that  the 
varying  degrees  of  civilisation  and  praotioal  diverg- 
ences £^re  not  as  gr  at  as  the  social  honogen^ity. 
The  difference,  as  expressed  among  the  tribes  them* 

selves,  are  sore  tsarked  by  the  religious  differences 

1 
than  by  tribal  oharaotaristios. 

At  first  thers  were  no  nieneral  principles  which 

were  worked  out  by  the  Bureau  of  Education,  but  each 

teaoher  and  superintendent  sought  out  the  psychological 

basis  for  his  work,  and  these  findings  were  oolleoted  and 

ttssd  by  the  Diraotor  in  the  educational  policy  which  has 

since  been  followed.   The  most  direct  benefit  gained  by 

this  initial  work  was  the  friwidship  and  good  will  these 

pioneers  won  from  t  he  people.   No  such  analysis  as  the 


1 

L«  aoy,  Ja«s»,  Philippine  Life  in  Town  and  Country, 
p.  IS. 


following  has  been  put  in  printed  form  and  yet  these 
ideas  are  distlnotly  seen  baok  of  the  Educational 
Program  of  the  Bureau,  and  eapeoially  after  1904  when 
the  work  was  first  definitely  organized. 

From  the  view  point  of  the  mental  condition  of 
the  people*  the  Bureau  of  Education  followed  three 
directions.   These  were  not  closely  formulated  thus 
but  were  nevertheless  the  directing  principles.  First, 
they  were  to  use  all  natural  mental  qualifications  poss- 
ible as  the  foundation  for  instruction.   This  of  course 
recognized  that  the  chief  mental  characteristics  of  a 
people  would  be  of  greatest  value  for  the  development  of 
their  natural  surroundings.   Second,  they  were  to  cre> 
ate  new  interest  and  arouse  enthusiasm  by  showing  new 
values  in  their  old  possessions,  and  by  showing  the 
possibilities  of  new  things  added  to  their  life.   Third, 
they  were  to  supplant  all  habits  or  types  of  mental  con« 
duct  that  hinder  or  distract, with  positive  forms  of 
metatal  conduct. 

Ur.  Freer,  an  American  teacher, wrote  as  early  as 
1906  saying  that  the  Filipino  is  eager  to  learn  from 


24 


books  ar«3  all  other  means.   That  when  he  has  learned  how, 

he  studies  very   dlltf^ently.   He  la  considered  as  mentally 

alert,  with  a  passion  for  leamlnf^  that  can  be  sustained* 

Furthermore,  thflit  he  Is  ea/rer  to  learn  from  us  who  have 

Vesteim  civilization,  and  Is  very  reapp  otful  and  obedient 

to  his  instructors.   He  is  appreciative,  docile,  pjpntle 

1 
and  dependent* 

These  admirable  characteristics,  however,  did  not 

suffice  as  motive  power  to  lift  an  undeveloped  people  and 

country  to  any  considerable  height  of  development.   It 

was  not,  sufficient  to  stir  the  people  from  centuries  of 

lassitude  due  to  the  tropical  heat  and  bounty  of  nature,  to 

the  ideals  and  achievements  that  were  for  their  own  well 

being.   It  took  some  considerable  study  and  planning  to 

persuade  them  of  the  necessity  of  study  and  action  of  a 

new  type  if  they  were  to  obtain  fpon  their  surroundings 

any  considerable  benefit.   Their  teachers,  however,  used 

this  desire  to  learn  and  by  coupling  it  with  others  made 

it  serve  them  acceptably.   The  pronounced  mental  traits 


1 

Freer,  W.B.,  The     Philippine  Experiences  of  an 
American  Teacher,   j.  275. 


25 


which  they  uaed  were,  (1)  their  natural  Inqusltlvenesa  to 

know  about  that  which  they  do  not  understand,  (2)  their 

natural  artistic  and  mechanical  aptness,  #ilch  aided  by 

Imitativeness  and  keen  Imagination  gives  an  easy  ground 

for  practical  instruction.   Couple  these  with  their 

devotion  to  their  little  farm,  their  keen  delight  to  work 

with  tools  or  anything  they  can  handle,  and  their  eagerness 

for  results  that  are  immediate  and  you  have  the  direction 

for  the  Bureau's  policy.   (3)  The  atmosphere  in  which  they 

have  lived  was  one  of  social  freedom  and  they  have  felt  but 

little  social  restraint  even  though  they  have  been  the 

1 
economic  slaves  of  the  small  wealthy  class.    This  spirit 

is  strong  and  has  a  dominant  influence  in  their  conductJ 

Anything  that  will  strengthen  this  feeling  by  added  comfort 

or  social  distinction  due  to  the  same  will  spur  them  on  to 

labor  and  study. 

The  Pllipino  has  been  accused  of  being  lazy  and  shift- 

2 
less.   This  was  true.    It  did  not  pay  for  him  to  be 

prosperous,  for  his  earnings  went  to  meet  the  demands  of 

1 

Le  Roy,  Jos.   Philippine  Life  in  Town  and  Country,  p. 65. 
2 
Foreman,  J.,  The  Philippine  Islands,  p.  180 


26 


the  Church  which  taught  him  to  give  the  fruit  of  his 
earnings  to  the  cause  of  religion,  or  else  to  the  one  to 
whom  he  was  perenially  in  debt.   He  was  free  in  conduct  — 
but  he  was  ever  a  slave  by  political  and  industrial 
barriers.  He  did  not  care  to  learn;   not  because  he  was 
not  anxious  to  know,  but  because  it  was  of  no  advantage  to 
him  to  know  what  the  Spanish  school  taught.   But  immediate- 
ly when  education  became  the  doorway  to  better  home  con- 
ditions, to  actual  powor  in  participating  in  civic  life, 
and  in  the  elevation  of  his  social  position,  he  wanted  the 
school.    the  son*s  education  soon  meant  freedom  from 
debt  and  the  removal  of  fears  for  the  future,  which  things 
in  the  pnst  he  had  stoically  taken  as  a  part  of  his  lot. 
At  first  the  boy  wanted  to  be  a  clerk  or  small  office 

holder  —  the  height  of  all  glory.   However,  being  quick 

1 
of  apprehension,    he  saw  that  the  practical  sciences  and 

agricultural  studies  were  the  things  which  would  benefit  him 

most,  and  was  willing  to  make  the  vocational  studies  the 


1 

The  Report  of  Philippine  Coramisslon,  1900,  Vol.  2, 
p.  283. 


87 


centre  of  hie  life  training.   That  the  Filipino  was 

capable  and  worthy  of  the  confidence  of  his  American 

teachprs  has  been  well  demonstrated  by  his  conduct  In  the 

past.   That  he  would  be  able  to  see  with  a  world  vision 

was  not  expected  in  the  psst,  but  this  was  due  to  the 

fact  that  he  had  but  little  to  stimulate  him  to  larger 

1 
views  of  life. 

In  the  newly  created  middle  class  there  is  a  great 
spirit  of  fellowship  and  co-operation.   The  word  associ- 
ation, seems  to  be  a  magic  word  with  them.   But  in  the 
old  free  and  easy  life  where  high  and  low  rubbed  shoulders 
in  everyday  intercourse  there  was  a  pronoxinced  tyranny, 
even  within  the  low  class  itself.   There  seemed  to  be  no 
sentiment,  honor,  nor  magnanimity  —  apart  from  the  hospi- 
tality which  was  prided  by  fear.   This  geniality  so  marked 
and  distinct  was  to  him  a  life  insurance  policy  which  he 
used  to  guard  himself  from  attack  by  others.   so  also, 
his  Interest  in  others  was  often  a  cloak  for  his  inner 
cowardice,  by  means  of  which  he  hid  his  own  fears  and  kept 


1 

Foreman,  *r..  The  Philippine  Islands,  Vol.  I,  p.  184 


28 


watch  on  the  actions  of  them.   At  times,  too,  it  was 

merely  uncontrollable  curiosity.   He  seemed  to  show  no 

heart  response  to  his  benefactor  at  first,  and  the  first 

respect  was  that  which  he  gave  to  one  superior  or  brave 

1 
and  daring.    But  he  has  changed  in  all  these  respects 

into  an  admirable  and  responsive  friend. 

Briefly  let  us  mention  a  few  of  the  other  outstand- 
ing features  of  his  personality.   He  was  exact  in  none 
of  his  habits,  not  knowing  what  it  meant  to  perfect  any- 
thing.  He  was  fearful  to  the  extent  of  losing  all  self 
control,  he  was  vicious  under  a  cloak  of  serene  counte- 
nance.  In  labor  he  could  go  on  for  a  long  terra  if  the 
results  were  near  and  visible.  But  in  nothing  was  he  so 
constituted  that  there  was  no  need  of  change  either  by 
development  or  substitution. 


1 

Le  Roy, James,  Philippine  Life  In  Town  and  Country, 
p.  81 


29 


Chapter  II 
THE  MFTHODS  OF  APPLYING  THFSF  PRINCIPLFS. 

Organization  -     Although  the  foregoing  principles  were 

Nature  of       not  all  clearly  expressed  in  the  program 

the  Organ 

of  Method       of  the  Bureau  of  Education,  we  find  that 

the  Director,  his  staff,  the  superintendents, 
»nd  teachers  working  through  this  powerful  organization 
were  building  on  these  principles  and  making  direct  prac- 
tical solutions  for  them  as  far  as  possible.   Whether 
consciously  or  unconsoiously,  the  important  part  of  the 
matter  Is  that  they  are  gaining  the  ends  to  which  these 
Ideals  or  principles  pointed.   Not  only  Is  the  organ  of 
this  Bureau  a  harmonious,  co-operative  body,  hut  it  is  work- 
ing in  harmony  and  unison  with  the  Bureaus  of  Public  Health, 
Forestry,  Agriculture  and  Lands,  Commerce,  and  Printing 

and  others.  It  is  successful  because  of  the  proper  recog- 

1 
nltlon  and  credit  it  gives  Its  officers.  Its  success  among 

the  people  is  that  the  schools  are  a  part  of  the  people  and 


1 
Crone,  F«,   Report  of  National  Fducation  Association 
1915,  p.  170 


so 


not  Inatltutlons  planted  in  their  midst. 

The  organization  is  centralized  as  follows :- 


Director  of 
Fducatlon  and 
two  Assistants . 


(  General 
(  Office 


(  Chief  Clerk 

{  Accounting  Division  ) 


(  Prope  rty 
(  Academic 
(  Industrial 
(  Building 
(  Records      " 
(  Traveling  Inspectors 
and  Instructors 


tt 


"Experts 


AsaHs* 


Superintendents  of  ) 

Insular  Schools,   )  Heads  of  Departments 

Normal,  Union  and  )     Instructors. 

etc. 


Division  Super- 
(  intendents 
( 


( 


Supervis- 
ing 
Teachers 


( 


Assistant  supservis- 

Ing  te«iohers 
Principals  of  cen- 
tral schools 
and  intermediate 
schools  not  di- 
rectly under 
division  super- 
intendents 
Principals  of  high  and  trade 
schools  and  intermediate 
schools  not  urder  super- 
vising teachers  -  -  -  - 
Instmctors. 


Miller,  H.  Report  of  National  Education  Association, 
1915,  p.  1116. 
2 
Crone,    Sixteenth  Annual  Report  of  the  Director 
Education,  p. 10* 


31 


First  Methods  From  the  very  first  the  suooess  has  de- 

of  Prooedure. 
The  Teacher.  pended  on  the  oversight  and  Initiative 

of  the  American  supervising  teachers  and 
superintendents.   Their  task  It  vas  to  know  the  people  and 
their  needs, and  to  present  these  to  the  aunlolpal  oounoll 
and  Bureau  for  consideration.   It  was  their  task  to  win 
the  favor  of  the  people  and  be  the  social  influence  repre- 
senting the  schools.    In  the  early  days  their  methods  were 
not  the  teaching  the  "three  R's"  in  the  class  room  but  he 
was  In  the  home  and  in  the  Filipino's  native  haunts  seaiolx 
Ing  for  ways  to  meet  his  crying  needs.   Here  was  the  be- 
ginning of  industrial  education,  agricultural  Improveaent, 
and  public  life, including  health  and  sanitation,   Suob 
direct  findings  became  the  basis  not  only  of  the  general 
direction  of  the  educational  policy  but  gave  the  material 

for  the  nature  of  the  courses  and  the  new  series  of  text 

2 
books  directly  applicable  to  their  local  conditions.  The 

native  teacher  wcta  enlisted  at  once,  and  his  training  has 

developed  with  the  systen. 


1 

Barrows,  D.P, ,  Fifth  Annual  Report  Director  of 
Education,  p. 42. 
Q 

Miller,  H.,  in  National  Educational  Association, 
1915,  p.  1116  ff. 


6a 


Method  oS  At  the  first  the  eohool  was  oonfronted  by  the 

Unifying 

Work>  problem  of  the  many  dialects.   How  oould  in- 

Language 

struction  and  texts  be  applied  to  so  many  or 

how  would  they  ohoose  one  to  apply  to  all?   These  were 

impossible  of  solution  as  they  were,  for  the  task  of 

learning  the  languages  and  supplying  the  texts  was  an 

utter  impossibility,  as  also  was  thelbiope  of  getting  all 

other  tribes  to  accept  one  dialect.   On  the  other  hand 

English  is  the  business  dialect  of  the  Orient,  the  best 

business  and  trade  journals  are  in  English,  the  teachers 

must  be  taught  in  English,  and  the  Administration  had  to 

1 
be  in  the  hands  of  competent  foreigner!*   Perhaps,  next 

to  the  direct  influence  of  the  teachejr  and  superinten- 
dent, the  use  of  English  has  been  the  g.^«atest  factor  in 
the  development  of  the  Phillipines.   It  has  aided  in  all 
lines  of  educational  development,  and  especially  has  it 
been  a  means  of  arousing  new  interests,  of  unifying  the 
people,  of  giving  a  world  consciousness,  and  creating 


1 
Parrows,  Annual  of  American  Academy  of  Political 
Science, 1S07 ,  30:74.   Also  Marquardt,  W.w, ,  Department 
of  Distribution  or  Education,  1918,  pp.  36,  37. 


33 


larger  narketa  as  channels  for  surplus  production.   It 

is  needless  to  say  that  the  use  of  English  ^s  nade  the 

teaching  of  the  sciences  and  arts  a  sucoess^and  very  easy 

for  the  reason  that  It  gives  an  exact  langtmge  for  one  that 

has  very  few  technical  terms.   The  method  of  teaching 

£ng:lish  is  in  itself  very  interesting.   The  boy  comes  to 

the  class  with  no  knowledge  of  the  school  or  the  language. 

But  by  constant  use  he  learns  class  directions  in  a  few 

days  and  then  by  chart  and  pricer  he  learns  his  knowlsdge 

of  other  subjects  and  to  read,  write  and  speak  at  the  saae 

time.   His  ioproveiaent  is  JKirvelo\is.  Inside  of  these  three 

1 
years  he  can  now  learn  to  speak  English  very  well. 

Method  of  At  present  there  is  no  tiae  for  Inflexible 

Development 
of  The  System   courses  or  theories  of  sduoation.   There  is  no 

rest,  but  there  is  constant  growth  and  development.  Con-> 
tinuous  surveys  of  home  life,  agriculture,  Industry,  busi- 
ness, and  political  conditions  continx;cally  formulated  new 

3 
courses.   As  the  condition  of  the  people  change  so  the 


I 

Barrows,  D.P. ,  Eighth  Annual  Report  of  Director  of 
Education,  pp.  35-36. 
3 

Uarquardt,  W.W. ,  Report  of  Director  of  Education, 
1918,  p.  38. 


educational  method  undergeee  transition.   The  training  in 

everyday  arts  that  build     a  better,  saner,  and  higher 

daily  life  is  largely  sought  by  the  pupils, and  they  give 

1 
good  account  of  themselves  as  workers.   Such  growth  and 

development  on  the  part  of  the  pupil  demands  a  greater 

development  on  the  part  of  the  school.   The  i^^ost  Intelli- 

r> 

gent  work  in  the  world  is  being  done  rigiht  here. 

At  first  simplest  methods  were  used,  along  with  the 
general  education,  to  teach  the  pupil  to  improve  his  looil 
lnd\JLStry  and  thus  his  general  surroundings.   By  1904  the 
system  was  fitting  the  pupil  in  a  three  year  course  for 
citlsenshipi  fitting  him  for  everyday  business  transac- 
tions; was  purposing  to  give  him  a  large  view  of  world 

3 
life  by  geography  within  the  primary  school.    The  inter- 
mediate school  was  enlarging  to  training  in  civil  govem- 

1 

Goode,  J.,  Our  Educational  Experience  in  the  Philip- 
pines, p.  10. 
2 
Ibid.,  11. 
3 

Barrows,  D.P.,  Outlook,  V.  80,  p.  869,  article  by 
Le  Roy. 


35 


z' 


ment,  history,  etc.,  with  three  years  of  elemeatary 

selenoe,  and  shop,  and  garden  work.   The  secondary  school 

was  formed  more  after  the  pattern  of  our  American  High 

School,  but  w«g  more  for  technical  or  semi-professional 

1 
schools.    By  1915,  the  Ideals  and  the  desires  of  the 

people  had  made  such  gre^t  growth  that  the  whole  course 
had  to  be  changed  from  the  primary  to  the  secondary,  and 
a  University  and  Normal  school  had  been  developed.   The 
change  of  Ideals  was  the  result  of  practical  Instruction 
which  definitely  reacted  In  the  people's  lives.  Indus- 
trial, agricultural  and  scientific  training  had  become  the 
center  of  all  the  school  activities.   The  Primary  still 
had  Its  work  In  English  and  the  practical  subjects  deal- 
ing with  health,  sanitation  and  citizenship,  but  the 
emphasis  was  on  preparation  for  life  and  the  method  was 

that  of  training  In  the  local  Industries,  manual  training 

2 
and  agriculture.    The  Intermedlit©  school  has  become  a  school 

which,  like  the  Primary,  Is  complete  In  Itself  and  fits 

for  life. 


Barrows,  D.P.,  Article  by  LeRoy,  Outlook,  v. 80,  p.  870. 
2. 
Crone,  P.,   Article  In  National  Fducatlonal  Association 
1915,  p.  169. 


36 


Hero  they  apeoialize  in  fanning «  trading,  doxeetio  soienoe, 

1 
cocui^erciaX  and  te&ohing  oouratts.   But  this  laat  is  faat 

being  advanced  to  Secondary  standing.   The  Seoondary  School 
has  come  to  follow  very  closely  our  Aiserioan  High  School^ 
hut  they  are  giving  courses  in  surveying,  oommerce,  naviga- 
tion, agrioulture,  trade  and  normal  work  which  are  leaking 
•pecialists  in  these  practical  lines.   The  work  of  the  rjni-* 
versity  is  very  intereetii^  in  that  they  do  not  aet  the  re- 
quiressenta  for  the  preparatory  schools  but  supplement  thsir 

work,  laying  ewphasls  on  Pliillppine  Education  and  preparing 

1 
men  to  develop  the  present  type  of  work.   The  work  here  ie 

a  preparation  to  develop  the  resources  of  the  Islands,  and 
no  loan  can  reach  the  University  iintil  he  has  had  soatt 
training  in  the  industries  or  arts  and  crafts  of  the  coun- 
try. 

The  original  plan  was  to  organise  every  Christian 
province  into  School  Districts  under  the  supervision  of 
•upervisors  and  tesohers,  and  in  every  municipality  and 


I ■ 

Crone,  F.   Article  in  Rational  Educational  Asao- 
olation,  1915,  p.  188. 


37 


1 
large  barrio  (village)  to  have  a  sohool.  But  the  limits 

have  proved  too  narrow,  for  today  while  the  Igorot  is 

hunting  the  head  of  hia  neighbors,  his  boy  ie  going  to 

a  farm  or  trade  sohool  eager  to  learn  and  bringing  the 

3 
fruits  of  his  labor  to  the  family  store.   No  program 

is  needed  to  push  the  int^^rest  or  create  a  demand  for 
sohools.   The  only  hindrance  ia  the  laok  of  funds  and 
teachers  to  oarry  out  a  mora  extended  work.   The  people 
are  voluntarily  giving  and  building  the  sohool  houses 
and  are  taxing  thetaselves  for  this  greatest  of  all 
interests  in  their  lives.   To  start  a  sohool  all  that 
is  needed  ia  a  teacher  -  th3  people  will  help  get  at 
least  a  temporary  building,  and  the  pupils  will  come. 
There  is  no  ne?2d  of  laws  foroir*g  attendance  or  pro- 
hibiting delinquency.   They  love  the  sohool. 

Educational       The  suooess  of  this  extended  system  was 

Method  -  the 

Native  teacher     largely  dependent  on  the  training  and  ability 

of  the  Filipino  teacher.   Without  the  American  Super- 
vision the  present  success  "vould  never  have  been  known. 


1 

Parrowe,  D.P, ,  in  address  by  Le  Roy  in  Outlook, 
V.  80:387,  August  5,  1905, 


Z 


Barrows,  D.P. ,  Report  of  Director  of  Education, 
1908,  pp.  45-50. 


36 


But  to  make  a  sygtern  for  the  people  with  universal  suf- 
frage and  freedom  as  Its  aim,  was,  and  still  la  entirely 
out  of  the  question  If  attempted  alone  by  foreign  teachers. 
Hire  is  where  the  native  teacher  was  used,  and  that  will- 
ingly, thoup;h  he  was  at  a  gr«Jat  disadvantage  because  of 
lack  of  training.   The  first  director  and  his  aides,  the 
superintendents  and  teachers,  found  very  few  who  were  able 
to  be  used  as  they  were..  But  the  Filipino  was  eager  to 
learn,  and  so  the  method  of  studying  one  week  the  things  he 
imparted  to  the  children  the  next,  by  special  instruction  in 
mssemblies,  by  pamphlets  and  special  agencies  he  has  proved 
himself  worthv  of  the  faith  put  in  him.   The  Bureau  has 
paid  special  attention  to  this  phase  of  the  educational  de- 
velopment, and  by  improvement  of  standards,  the  advancement 
of  opportunities,  and  the  creation  of  a  fine  social  at- 
mosphere, has  created  nothing  short  of  a  miracle  in  the 
teaching  profession. 

Practical    Let  us  examine  briefly  the  methods  our  teachers 
Methods  used 

and  I^reau  used  in  creating  inspiration,  developing 

the  latest  possibilities,  and  in  lifting 


39 


the  tvhold  piano  of  tha  xiation&l  life.   The  course 

folloved  in  the  whole  prograa  ehowe  conclusively   the 

value  of  Vocational  Sduoation,  that  the  best  way  to  are»te 

educational  interest  and  oarry  out  the  intellectual  develdp-^ 

meat  is  to  use  those  things  provided  in  the  natural  surround- 

in«;s  as  the  instruoents  of  ;sethod. 

X.   The  home  wis  in  dire  need.   The  teaoher  saw  the 

neoosftity  of  adding  to  its  earning  power.   He  saw  that 

where  they  made  hats,  Ittoe,  cloth,  or  otner  native  arti- 

1 
olee  In  the  spare  hours  that  the  sondltions  were  better. 

So  into  the  sshool  oane  the'^ork  of  the  land  and  its  values 

were  estioated,  its  costs  and  pra.ctir>ility  aooounted,  and 

«h6r  3  of  real  worth  it  was  developed  hy  the  sohocl.   The 

returns  at  first  went  to  the  teaoher,  then  to  the  boy  or 

girl,  then  the  work  was  developed  in  the  hone  and  enooijuraged 

if  worth  while  by  exhibitions  and  exportation.   These 

home  industries  developed  skill  and  i^^ere  the  foundatione 

for  greater  aocotaplishiaent.   They  give  the  ne-eded  returns 

for  inspiration,  they  inoreased  by  their  earning  power 

the  conditions  of  the  hone.   They  aroused  a  new  attitude 


1 

Barrows,  D.P.,  Report  of  Director  of  Education,  Phil- 
ippine Islands,  1933,  p.  IG. 


40 


toward  labor  -beginning  th&t  transformoktlon  whloh  it  taking 

the  false  ideals  of  aohlevement  away.   Where  possible  these 

native  Industries  have  been  developed  so  that  there  is  a 

larger  produotion  and  better  quality  and  a  growing  world 

■arket  for  these  honie  and  school  products.   The  need  of 

olothee  for  oold  children  has  called  for  practical  sewing, 

the  elevation  of  ideals  has  created  a  desire  for  chairs, 

tables  and  other  art  idea  of  household  use,  and  thus  there 

have  been  added  the  isanual  training  courses  and  the  shop 

courses  of  other  industrial  types  also.   So  has  grown  up 

ft  system  of  education  that  in  Its  Prlaary  school  strives 

to  make  each  hoae  a  center  of  production. 

aohool 
8.   And  so  also  with  the/ garden  which  produced  only 

a  few  vegetables  on  a  snail  impracticable  scale  at  first. 

In  this  school  garden     with  its  little  plot  ,there  was 

developed  a  new  attitude  toward  labor.   The  teacher  taught 

and  worked  with  the  boys  and  the  boys  took  the  fruits  of 

their  labor  home.   And  then  came  the  home  gardens  with 

school  supervision  which  bore  substantial  gain  to  the 

grower,  and  new  and  more  nourishing  food  to  the  people. 

Even  the  preparation  of  this  in  a  way  that  is  palatable 


41 


has  been  a  work  of  the  aohool.   This  work  led  to  the  Im- 
portation of  foreign  seads  and  the  adoption  of  .i«w  methods 
of  garden  work.   And  this  little  sohool  industry  has  de- 
veloped by  the  means  of  instruction,  circulation  of  pam- 
phlets, organization  of  clubs,  with  contests,  prizes,  and 

fairs  until  good  products  can  be  obtained  all  over  the 

1 
islands.   And  then  it  has  reached  beyond  -  to  the  farm 

school  with  improvement  in  farming  methods  -  the  agricul- 
tural school  with  specialists  teaching  every  branch  of 
useful  agricultural,  horticultural  and  animalhusbandry  methods 
in  a  practical  way  -  the  University  creating  its  spec- 
ialists. 

3,   In  the  earliest  days  English  was  made  th« 
language  of  instruction  and  very  successful  it  has  been  in 
unifying  the  peoples  of  many  dialects.   Besides  this  has 
hadd  the  means  of  bringing  the  people  the  benefit  of  the 
western  learning  and  life  interests.   One  cannot  under- 
stand the  tine  value  of  this  until  he  has  sef?n  the  barren 


1 
Barrows,  D.p, ,  Report  of  Director  of  Education, 
1904,  pp.  33-3. 


4S 


lift  of  the  peoples  of  the  tropica •   l^filleh  at  once 

gttve  the  Filipinos  intercourse  with  the  great  trade 

of  the  Par  Fast»  and  brouprht  to  his  mind  new  interest 

of  life,  and  ways  to  grasp  them. 

Moreover,  the  home  was  crushed  In  nany  many  oases 

I 

by  debt,  or  by  unjust  social  and  political  standards* 

But  as  soon  n«  the  son  or  daughter  learned  the  principles 
of  trade,  of  ecRBaissions,  percentap;e,  tax,  and  the  rights 
and  duties  of  oltisenship  there  began  to  be  a  chanf?s  which 
hftc  today  wiped  out  nany  of  the  evils*  So,  not  only  is 
the  home  a  center  of  industry,  improving  living  conditions, 
but  It  may  also  be  the  center  of  a  modem  trade,  improving 
irapl««ente,  or  doing  extensive  gardening  and  farming* 
And  also  within  its  walls  nay  live  a  son,  the  Justice  of 
the  city  or  town,  who  by  his  sympathy  to  lift  his  own,  and 
his  new  knowledge  of  rights,  has  overcome  the  arrogance  of 
the  selfish  aristocracy*  To  tell  of  all  the  things  used 
by  the  school  for  the  training  in  citizenship  would  bo 
Impossible,  but  we  mentlwi  the  agrloilturo  and  other  such 


1 

Barrows,  D.P*,  Articles  by  Le  Roy  in  Outlook,  v* 
80; 871,  1906. 
2 

Barrows,  D.P,,  Report  Director  of  Education,  1908, 
pp»   16-7 . 


48 


clubs,  th«  dab&tlng^  tho  school  organisation  Itself,  and 
psrhaps  ths  most  Important  of  all  ths  sytea  of  athlstlos 
which  has  created  a  wonderful  spirit  throughout  ths  Islands, 
•nllstlng  the  interest  of  praotloall/  all  the  people,  as 
forces  working  directly  In  their  lives. 

Vs  Bust  mention  In  passing  the  methods  used  for  Im- 
proving the  physical  health  and  the  sanitary  conditions  of 
the  land.   At  first  the  teacher  often  fed  the  J^ungry 
children  who  were  poor  and  undernourished.   Thenokae  the 
added  income  In  the  home  fron  Industries  encouraged  In  tke 
hones  and  the  production  of  better  foods  In  the  gardens. 
The  school  staking  advantage  of  these  Improvements  ^taught 
them  how  to  use  the  foods  to  advantage  by  oooklng  courses 
along  the  line  of  their  own  cooking  methods.   tn  addition 

the  teacher  by  his  own  efforts  saved  life  in  the  great 

1 
epidenloft;  they  taught  the  care  of  the  body  and  the  gaiuurd** 

Ing  of  the  health  by  everyday  habits;  they  made  the  practical 
sowing  to  serve  the  needs  of  all;  they  developed  the  inter- 
est in^physloal  sducatlon  until  they  have  about  a  100^ 


Uiller,  H.  in  Rational  Sducatlonal  Association, 1915, 
p.  Ills  ff . 


44. 


1 

participation  In  the  schools:    and  also  are  guarding 

against  physicf.l  defects  of  the  pupils. 

4.  The  methods  have  been  for  the  using  or  develop- 
ing of  the  best  possible  mental  characteristics.  The 

shop  and  craft  work  have  developed  the  artistic,  the 

2 
mechanical  and  the  admirable  Imitative  characteristics. 

By  these  means  mental  accuracy  has  been  developed,  and 

the  perseverance  developed  is  worthy  of  praise.   In  the 

school  garden  love  for  property  and  nature  have  had 

great  encouragement,  and  love  for  the  soil  and  interest 

3 
In  returns  have  found  satisfaction.    Since  the  school 

"brought  the  raassei  into  contact  with  the  world's  activity, 

never  has  there  been  a  lack  of  inspiration  or  for  Interest 

in  large  affairs.    Rather  the  Department  of  Fducation 

Is  pressed  for  ways  to  meet  the  demands  for  extension. 

In  place  of  the  confiising  fear  there  is  ability  end 

self  reliance.    In  place  of  a  detrimental  individual- 

ism  there  is  an  efficient  co-operation,  team  work 


1 

Miller,  H.  in  National  Educational  Association,  1915, 
pp.  1116  ff. 
2 
Barrows,  D.P.  in  Annals  of  American  Academy  of 
Political  Science,  30:79. 
3. 
LeRoy,  Jas.,  Philippine  Life  in  Town  and  Country,  p. 77. 


45 


And  civic  asBOoiatlon.  No  longer  does  fatalism  limit 
the  mind  to  the  customs  of  the  past  for  now  the  Filipino 
has  a  vision  of  a  hotter  land  and  an  ability  to  go  on  till 
he  hftS  reached  it.   And  now,  they  have  a  pride  in  their 
homes,  schools,  government,  roads,  and  never  will  they 
be  willing  to  be  ignorant  and  poverty-stricken  again* 
Briefly,  some  of  the  agencies  uted  are  the  farm 
school,  farm  settlements  homesteading  new  places,  rural 
credits,  removing  usury  and   debt,  extension  work  in  all 
producing  lines,  home  gardening,  fruit  growing,  animal 
breeding,  plant  and  seed  distribution,  food  conservation, 
markets  and  fairs.   Pamphlets  to  clubs,  sale  of  products 
of  schools  to  the  people  and  outside  markets,  sea  pro- 
ductions, silk  production,  and  many  other  helpful  activ- 
ities and  agencies  including  libraries,  shop,  Inborato- 
ries,   all  of  a  fine  standard  and  well  equipped. 


1 

Miller,  H.,  in  National  T^ducational  Association, 
1915,  pp.  1116  ff.   Also  Foreman  in  National  Fducational 
Association,  1915,  p.  1156. 


40 


Chapter  III 


THF  ADAPTABILITY  OP  TIII^F  PHINCIPL^S  ARD  MrTHODS 
TO  THF  WWS   OP  SIAM. 


The  vulu©  of  the  principle*  and  methods  of  the 
Philippine  School  System  is  that  thoy  are  successful 
In  the  purpose  of  the  p;ovcmraent  to  dovolop  the  people 
and  the  country  for  their  hl'^eet  good.   This  signal 
■ueoess  is  due  to  the  faot  that  the  builders  of  this 
system  have  formulated  these  principles  and  methods 
out  of  the  existini;  life  conditions  and  habits  of  the 
people.   How,  we  wish  to  apply  these  resiilts  to  ths 
people  of  Siam«  their  needs,  «nd  their  schools*   The 
first  consideration  is,  therefore,  -  arc  the  Siamese 
sufficiently  like  the  Filipinos  In  temperament,  their 
natural  surroundings  so  similar,  and  their  life  relation- 
ships to  environment  enough  like  those  of  the  Islanders 
to  warrant  the  adaptation  of  the  artenoles  of  the  Philip- 
pine Schools  to  the  same  phase  of  work  in  Slam* 

Let  us  consider  first  of  all  the  natural  conditions 

of  Slam,  which  are  similar  to  those  of  the  Philippine 


47. 


Islands.   (a)  The  first  consideration  is  the  geographi- 
cal situation.   Siam  is  a  continuous  country,  having 
no  islands,  and  lies  between  degrees  four  and  twenty-one 
North  Latitude,  which  is  the  exact  position  of  the 
Philippine  Archipelago,  lying  just  to  the  east  of  French 
Indo-China.   It  is  a  peculiar  fact  that  these  countries 
are  of  like  extent.   The  defining  of  the  location  brings 
us  to  our  second  consideration,  (b) ,  the  topography, 
climate,  soil  and  seasons. 

Though  Slam,  unlike  the  Philippines,  is  one  continu- 
ous country  reaching  alwiost  to  the  Chinese  border  on  the 
north,  and  down  the  Malay  Peninsula  almost  to  Singapore 
on  the  south,  still  its  topography  is  very  similar  to  that 
of  the  Islands.   Slam  has  one  great  river  bnsin  which 
is  not  comparable  to  anything  in  the  Islands  because  of 
their  small  areas.   But  apart  from  this,  we  find  they 
both  are  countries  with  comparatively  high  mountain 
ranges  dividing  fertile  valleys  and  plains.   In  both 
instances  we  find,  too,  that  this  physical  condition 
affects  the  climate  and  the  people.   Speaking  in  general, 
in  Slam,  the  climate  is  very  hot  with  a  very  humid  depres- 
sing atmosphere  which  varies  but  little  in  the  course  of 


48 


the  year.   As  one  ffoea  south  it  Intensifies  In  heat, 
with  less  chanp;e,  while  the  opposite  to  the  north. 
But  In  the  hill  and  mountain  districts  there  Is  a  change 
which  Is  very  marked  and  which,  in  contrast  to  the  lower 
levels,  or  southern  areas  Is  very  cool  -  even  cold  at 
times*   This  description  exactly  corresponds  to  the 
climatic  conditions  of  the  Islands. 

Practically  all  the  mountain  valleys  and  coast 
plains  have  been  jtmRle  regions,  and  consequently  the 
heavy  soil  is  very  rich  with  the  decomposed  Jungle  vege- 
tation.  In  many  places  there  are  rich  volcanic  deposits, 
and  in  others,  the  soil  la  a  heavy  clay  which  has  pro- 
duced crops  for  centuries  without  artificial  fertiliza- 
tion.  Such,  briefly  describes  the  general  character  of 
the  soil  of  both  lands  mentioned,  and  under  the  quicken- 
ing powe>r  of  the  tropical  sun  they  produce  rapidly  and 
abundantly.   I*uch  might  be  said  of  the  rich  mineral 
deposits  of  Slam  and  the  Philippines,  but  it  is  sufficient 
to  say  here  that  these  natural  resources,  which  are  great 
and  valuable,  have  hardly  been  touched  to  date. 


49 


Pvery  traveler  of  the  "^nst   knowa  the  horrors  of 
the  ChlnA  Sea  d\ie  chiefly  to  the  monaoon  and  typhoon* 
To  the  eaat  of  the  8c«  lias  the  Philippines,  and  to 
tha  west.  Slam*   Both  are  In  the  trail  of  these  season* 
al  winds,  and  thus  the  eeasona  are  correapondinpily  the 
same*   They  have  the  intensely  hot  season,  at  its  worst 
in  Aprils  followed  by  the  equally  as  marked  rainy  season 
when  everything  Is  flooded,  and  between  these  periods 
from  ^otober  to  February  is  a  season  when  the  only 
moisture  is  the  heavy  dew,  or  that  artifioally  applied 
by  irrigation*   though  this  is  the  coolest  part  of  th« 
year  and  the  best  for  food  production  the  soil  becomes 
so  dry  that  it  oracka  and  beoomea  extr«neny  hard* 

(o)  The  fact  that  the  Piliplnoa  arc  primarily  an 

agricultural  people  hit  been  clearly  indicated  above* 

1 
This  is  none  the  leas  true  of  the  Siamese*    Like  the 

Pilipinos  were  at  the  time  of  the  American  occupation 

their  chief  diet  is  rice  with  a  few  native  vegetables 


T 


SDth  Century  Impressions  of  Slam,  p*  135  ff* 


50 


and  an  abundance  of  tropical  fruits •   The  products  that 
are  similar  may  be  described  as  follows  J   those  culti- 
vated, which  are  rice,  tobacco,  hemp,  com,  various  native 
vegetables  and  tropical  fruits;  natural  products  are 
bamboo  for  houses  and  various  arts,  hard-woods  as  teak 
in  Siara,  and  ebony  in  the  Philippines,  and  various  fruits 
and  materials  gathered  out  of  the  jungles;  and  finally 
the  manufactured  articles  of  cloth  —  some  wonderfully 
woven,  carved  articles,  silver  work,  basket  and  mat  weav- 
ing from  bamboo  and  other  products,  and  aatlve  pottery 
for  local  use.  In  both  lands  the  homes  are  principally 
of  bamboo  as  are  most  of  the  fixtures  and  implements 
for  home  use  and  field  service. 

(d)  I  believe  if  an  average  Pillpino  stood  beside 
an  average  Siamess  that  the  untrained  eye  would  not  be 
able  to  dlstinfruish  any  racial  difference.   As  races 
they  are  almost  identical  in  physical  qualities.  They 
stand  on  the  whole  *out  medivim  height,  are  slight  but 
strong  and  have  the  Malaysian  type  of  face  and  eye 
rather  than  the  Chinese.   It  has  been  the  habit  in  both 


51 


Instances  for  the  people  to  build  their  vlllagea  In 
little  groups  by  the  edge  of  their  rlqe  fields, on  the 
banks  of  the  rivers  and  streams,  or  by  the  sea-shore. 
The  implements  of  home  and  farm  no  leas  than  the  housei 
themselves  are  identical.  The  home,  too,  is  elevated 
on  tall  poles  with  floors  and  walks  of  split  bamboo 
and  the  iv>of  of  thatch  or  nlpa.   Almost  invariably  the  house 
is  situated  in  a  private  jungle  of  banana  palms,  cocoanuts, 
mangoes,  guavas,  etc.   There  are  many  other  points  of 
likeness  such  as  his  amusements,  etc.,  which  might  be 
emphasized;  but  to  fail  to  mention  the  high  position 
accorded  to  the  woman,  the  clean  moral  ideals  and  good 
standards  of  living,  the  seemingly  unfailing  good  will 
and  hospitality ,and  finally  the  stoicism  and  cowardice 
which  are  manifest  together,  would  be  to  ignore  those 
qualities  for  which  both  peoples  are  noted.   The  mental 
likenesses  which  both  possess  have  been  discussed  in 
Chapter  I,  Section  3,  on  Psychological  principles* 

As  to  the  American  educator  the  languages  or  dia- 
lects of  the  Philippine  tribes  offered  obstacles,  so 


oc 


those  of  Slam  do,  and  will  continue  to  place  serloua 
hlnderances  to  an  adequate  education.  The  Siamese 
problem  deals  only  with  two  main  dialects  In  Its  efforts 
to  reach  the  majority  of  the  people,  hut, as  In  the 
Philippines,  there  are  numerous  mountain  tribes  with  their 
linguistic  peculiarities.   The  difference  Is  great  in 
some  Instances,  for  example,  while  the  two  chief  dialects 
are  tonal  and  very  much  alike,  some  of  the  smaller  tribes 
have  no  tones  at  all.   Two  other  difficulties  to  be  over- 
come are,  firstly,  to  ^t  one  tribe  to  pive  up  their 
dialect  for  another  -  which  is  impossible,  and  secondly, 
to  translate  adequately  the  texts  for  use  into  this 
language,  which  is  descriptive  and  lacks  exact  and 
technical  terms . 

(e)  There  are  a  few  Interesting  points  In  refer- 
ence to  the  historical  background  of  these  peoples  that 
may  be  pr*  esented  at  this  point  in  the  comparison. 
Perhaps  these  facts  and  theories  may  help  us  to  under- 
stand the  many  strong  points  of  resemblance.   It  is 
claimed  by  many  that  at  one  time  the  Philippine  Archi- 
pelago was  a  part  of  the  main  land  of  Asia  and  that 


53 


the  inhabitants  settled  on  this  part  of  the  Continent 

iihile  still  intact.   But  there  are  facts,  both  from 

the  tradition  of  the  Siamese  and  Laos  tribes  of  north 

Slam,  and  also  records  in  Chinese  history  which  show 

that  many  centuries  before, these  Thai  (Siamese  and  Laos) 

1 
lived  in  China  south  of  the  Yangtse  River*    And, 

further,  we  can  fir-^.  today  these  people  so  similar  to 

the  Filipino  in  physical  and  mental  characteristics 

have  migrated  to  South  China,  French  Indo-Chlna,  Burma, 

and  into  the  south  of  Slam  on  the  Malay  Peninsula. 

Again,  claims  are  raad«  definitely  and  unquestionable 

to  the  fact  by  many  authorities  that  the  Filipino  is  a 

Malaysian.   This  Is  based  on  the  argument  of  types. 

Influences  In  the  language,  and  the  habits  and  character- 

2 
istlcs  of  the  racial  Inheritance.    The  same  claims  may 

be  made  for  the  people  of  Malaysian  Peninsula,  the  Siamese, 

and  their  brothers  and  kin  to  the  north.  Not  only  does 


J- 

Freeman,  J.H.   An  Oriental  Land  of  the  Free,  p. 13 
2 
Atkinson,  Fred  W.  The  Philippine  Islands,  pp.  58,  59, 
258,  294. 


54 


their  location  and  habits  prove  thlg,  but  the  Influence 

of  the  Malaysian  language  la  felt  In  the  Siamese  as  well 

1 
as  the  Filipino  tongues.    It  may  be  well  to  mention  In 

passing  the  Influence  of  the  Indlonese,  of  whom  the 

Philippine  Commission  say  that  they  had  a  great  Influence 

In  elevating  the  Filipino  standards  of  life,  and  committed 

to  writing  the  spoken  tongues.   This  la  exactly  what  was 

accomplished  when  the  priests  and  peoples  of  Burma  and 

India  moved  east  over  Slam  to  the  borders  of  the  China 

Sea.  Slam  today  has  these  Influences,  which  played  a 

2 
pronounced  part  in  the  history  of  the  Philippines. 

For  over  two  thousand  years  Buddhism  has  been  the 

nominal  religion  of  Slam  and  for  about  three  hundred 

years,  Christianity  through  the  Catholic  Church  has  been 

the  faith  of  the  northern  islands,  while  Moharamedism  has 

been  that  of  the  Moro  In  the  south.  But  the  real  belief 

of  all  has  been,  and  still  is,  to  a  great  degree,  animism. 


1 

Cartwrlght,  B.O.  In  Twentieth  Century  Impressions  of 
Slam,  p.  218 
2 

Freeman,  J.H.  An  Oriental  Land  of  the  Free,  p.  15. 


60 


This  is  the  powor  that  has  swayed  the  lives  of  "both 
peoples  and  ha 3  been  the  ground  of  fears,  retardation, 
and  false  aims  which  have  prevented  the  enlarging  of 
their  vision  and  lives.   In  the  Philippines  the  work 
of  the  schools  and  the  missionary  enlightenment  have 
removed  these  barriers,  but  as  yet  the  Siamese  are  not 
free  because  their  educational  system  is  overshadowed 
by  animism  in  the  guise  of  the  State  Religion  -  Buddhism. 

The  folk-lore  and  habits  of  daily  life  are 
amazingly  alike.   To  read  of  the  conduct  of  the  Filipino 
in  his  daily  tasks  has  often  made  me  see  pictured  in  my 
mind  the  life  of  the  Laos  of  worth  Si  am.   So  also  in 
their  religious  rites  and  ceremonies,  and  in  their 
fetish  there  is  something  strangely  familiar.   Perhaps 
it  is  the  coranon  idea  of  soul  stuff  and  spirit  occupation 
of  all  matter  which  is  back  of  all  animism  which  has 
brought  similar  results.   However,  the  problem  is  a 
vital  one  still  in  the  way  of  an  education  that  v/ould 
liberate  the  spirits  of  the  Siamese  to  grow  and  enlarge 
into  a  useful  people. 

Taking  into  consideration  the  above  facts  which 


56 


Show  ooncluaively  the  oneness  of  tho  problem  of  the  Siamese 
with  the  Philippine,  it  is  safe  to  proceed  to  the  evalua- 
tion of  the  existing  system,  and  propose  a  plan  of  recon- 
struction, adapting  the  principles  and  methods  so  effect- 
ive in  one  to  the  like  situations  of  the  other. 

2.  The  Present  Educational  Situation  in  Siam* 
The  system  and  tho  schools  of  the  Siamese  are  now  fashion- 
ed after  the  classical  institutions  of  England,  and 
Germany-   This  prdsent  system,  as  it  is  being  developed 
today,  has  been  in  vogue  about  the  same  nianber  of  years 
as  the  Merican  have  been  in  the  Philippine  Islands.  If 
we  are  to  measvire  the  success  of  the  former  as  we  have 
the  latter,  i.e.  in  terras  of  the  beneficial  returns  in 
the  national  life,  or  by  the  interest  the  people  have 
taken  in  the  schools,  we  must  recognize  and  declare  that 
it  has  failed  in  the  aim  of  all  true  education  -  to  fit 
for  life.   Tliis  does  not  necessarily  mean  that  no  good 
is  accomplished,  for  a  general  education  has  beneficial 
results  in  the  Orient  as  well  as  the  Occident. 

The  Organlaation  of  the  School  System  is  centralized 
under  the  direction  of  the  Minister  of  Education  at 


57 


Bangkok  •  Tills,  as  all  other  branches  of  the  govern** 
raent,  is  under  th©  direct  influence  of  tlie  King  and 
subject  to  his  wlll»   This  status,  therQfc»»e,  makes 
the  school  a  branch  of  government  without  freedom  to 
develop  as  it  is  deemed  best  •  making  It  an  instru- 
ment of  a  person  rather  than  a  people.   It  is  hard  to 
tell  how  much  or  how  little  liberty  the  central  office 
or  Ministry  has  in  the  educational  policies,  or  how  much 
they  are  permitted  to  use  the  counsel  and  direction  of 
their  foreign  advisor.   next  to  the  Minister,  we  have 
supervisors  of  large  districts,  and  then  the  supervisors 
of  the  smaller  districts  under  these.   Over  each  school 
is  the  master  cr  principal  with  power  of  local  super- 
vlsicm. 

The  weakness  of  the  organization  is  not  in  the 
machinery  but  in  the  fact  that,  although  there  are  some 
good  men  at  the  task,  the  Siamese  do  not  seem  to  know 
the  principles  and  methods  that  will  meet  the  peoples  * 
needs.   Further,  they  have  not  the  genius  to  gather 
materials,  construct  practical  lines  of  work,  and  adapt 
these  to  the  circxamstances  of  the  people.   Then,  too, 
in  estimating  the  weakness  of  the  system,  it  must  be 


noted  that  thm^  io  no  «xt©naiv©  pro0nwi  t«  lagpfroire  tii© 
^••chor  ao  he  tralii»dl  «Qd  dissected  tander  th«  Hiilipipln® 

Srn«Qt  efforts  are  belxig  mad*  t«  tr&ln  t6t>.eh€«Ni  in 
th»  sonaal  school*      speolal  Institutions  tx»ftiB  Is  zaediolnvn 
l«w»  military  aoionoe,  etc.        But  liwpy  little  effort  i« 
lieing  iia4«  to  devolc^  farm  schools  >  nnd  ts^ie&o  h^ave  met 
with  littl©  favor  and  have  had  lnftii»«llftte  support* 
Bire  Is  the  only  plaoe  the  vHter  feels  like  being  <»^s»«p* 
ioosy  foP,  the  only  way  the  people  ee  e  wliole  e«in  bt 
helped  Is  hy  1iM«  hranoh  of  t3!*8inine>(»nd  still  the  texta 
sad  tools  the  i^nreamsABt  uses  in  tliis  speeial  sehool  are 
iaftde<|it»tey  in  pex^  aideeval  or  prifaitlve* 

Situoh  mi0a^  be  anQpssted  for  iPiprcfvenent  of  the 
l^resent  toxte,  for  mam^la^  to  ee&ae  prlntiii^  fiction  eaft 
nyth  as  actual  facts,  and  the  careful  «rr«n|piinnt  t^ 
historical  fae*.8  m  te  their  rifgKxi  crder  or  proper 
esqliesis*      Scuds  bettei*  taethod  mt^A  he  found  in  the 
Mithed  CdT  inetiniotion  over  the  Qemmt  lectxire  laithods 
llied  in  classes  of  elininiary  stexidard« 

'ShM  products  of  the  school  are  the  aMiare  of  iimir 
value  to  the  naticn*  Today^,  outside  of  the  tn^ofessicnst 
the  sohoo3^   is*e  producing  a  nation  of  clerks »  and  milltas<7 


I 


i 


I 


59 


or  pollijloal  officers.    The  only  hop©  the  average 
pupil  has  is  to  be  a  clerk*   The  only  tMng  that  most 
desire  is  government  service  with  brass  buttons  and  a 
title.   The  system  definitely  aims  to  prepare  men  to 
fill  the  governments  offices,  and  it  is  succeeding* 
But  it  is  failing  to  develop  the  possibilities  of  the 
land  in  the  linos  of  its  natural  resources  and  i7ealth« 
which  objective  alone  can  succeed  permanently,  and  b© 
of  value  to  those  whom  the  school  should  serve. 

No  attempt  has  been  made  here  to  describe  the  details 
of  organization  or  the  forms  which  we  know  to  be  well 
worked  out.   The  value  of  the  system  we  realize  does 
not  depend  on  the  mechanics,  but  on  the  personal  and 
practical  elements.   7/ith  this  thought  in  mind  we  will 
give  some  suggestions  for  the  reconstruction  of  the 
aystan  using  the  existing  organizaticwi  as  the  foundation 
or  point  of  departure. 

3.  A  Proposed  Educational  Program. 

(a)  Because  the  conditions  in  Siarn  exactly  corres- 
pond with  those  in  the  Philippine  Islands,  vie   are  able 
to  \ise  the  methods  and  principles  of  the  latter  in 
meeting  the  former's  need,  and  use  these  in  construct- 
ing a  progressive  program  in  industrial  education 


1 


i 


60 


with  the  aim  of  lifting  the  whole  life  of  the  people* 
This  is  not  a  ne>7  study,  but  the  reconsideration  of 
one  made  by  the  Siamese  themselves*   They  have  mad© 
scBiie  excursions  into  the  educational  program  of  th© 
islands,  and   have  considered  many  phases  of  the  activ- 
ities of  Hiilippine  Education.   If  they  have  seen  those 
things  which  have  done  so  much  for  the  people  as  a  whole 
they  have  ignored  them  in  making  aijy  application  to 
their  own  educational  problerafl. 

(b)  Educational  reconstruction  must  begin  with  a 
change  of  aim  or  purpose.   The  system  must  change 
radically  as  to  the  service  it  renders.   A  progressive, 
producing,  and  competent  people  must  be  the  product  of 
the  schools  instead  of  men  with  false  ideals  of  achieve- 
ment which  are  now  sent  out. 

The  first  step  in  beginning  reconstruction  must  be 
to  supply  a  better  supervision.   \^thaut  hesitancy,  the 
supervision  of  all  branches  of  work  by  ^Ajnerican  teachers 
is  recommended.   Next  in  order  is  the  improvement  of 
teachers.   American  or  foreign  teachers  are  needed  only 
for  special  lines  of  instruction,  while  it  is  necessary 
to  use  the  native  to  re;  ch  the  numbers  and  to  diss^iiin- 
ate  knowledge  among  the  masses  outside  the  schools. 


i 


61 


Assemblies,  conferences.  Institutes  and  all  such 

agencies  are  needed  with  carnpulsory  attendance  fca:* 

the  teacher  •   Par  greater  is  the  need  of  the  direction 

of  an  >toerican  or  European  teadier  or  supervisor  to  aid  in 

every-day  matters,  and  likewise,  there  is  a  need  for 

texts  on  teachers  courses  giving  thorougih  instruction 

in  the  subjects  they  teach.   These  improvements  would 

mean  the  changing  of  the  methods  of  teaching  which  is 

essential  to  any  real  advancement. 

(c)  The  most  important  recoiamendation  we  make  is 

the  revision  of  the  whole  content  of  the  general  courses. 

Or  the  whole  system.  In  fact,  must  be  changed  from  a 

classical  type  to  one  of  practical  instruction.   We 

have  spoken  of  this  befofo,  but  here  make  specific 

suggestions  for  such  plan  with  Idea  in  mind  of  immediate 

operation  and  effectiveness. 

1.  Agriculttiral  activities.   Center 
A.  Practical  Instruction 

having  power  to  stimu-      instruction  in  garden  work  and 
late  interest  and  act- 
ivity, teaching  with  definite  advantage 

to  the  people.   Enlarge  the  home 


J 


oeod!}«  ote*,  ^ii<^  »»9  ftl}MNitf3r  appli«» 

of  local  ini3ttst3do»  irkpMgvsA  to  ^»efal 
^gPtt*      Iftlliigglnc  to  trad9s  saA  untmmm 

t«3KU  of  th«  fhilipyiiii  mwmu  «r  MMi» 
oati«ii« 

§«  ^Ivle  «s»Sl  SQOial  ittstsniotloD*    E&lar|S6r3«nt 
«i  ps*«8«ant  ooian^*  in  Bimmm  «7»t«B  with 
pmetieetl  applieatioti  in  ftliibdy  gnaM»eto* 
PJWiWfiitic  idaals  of  cltizoxMOiip  SMd^ 
in  WoMiXlg  l^luBS*       Bract! eal  hoallll 
iii9tviiiti<M»    Sanitatian  tann^t  t^r  p  pM* 
tioaX  net&ods^  for  ©aisiaple  aodol  vllliasea, 
lioiMi^  ete«      tree  c£  sir^le  vtam6!k0B* 
&wm  fop  physical  defects*     'Traininc  for 
tiodily  devoloprsent  «  tu^vepsal  piiyaical 
eulttare  «  gas«d»n  iravli« 

4*  Propet*  balaxioes  of  diet  and  nethods  Of 


J 


63 


B»  The  Place  of 
Classical  In- 
stiruction 


preparing  new  foods • 
!•  The  traditilmal  subjects  to  serve  the 

practical  education  In  all  lower  schools . 
8*  The  cult\H^l  studies  to  give  a  larger 

vision  of  life  in  lower  schools,  and  to  be 

given  as  specialized  studies  for  advanced 

literary  training. 
3*  English  and  other  languages  to  be  given 

as  means  of  a  world  outlook.   It  is  not 
essential,  but  instruction  would  be 

more  definite  in  English. 
4*  Recornraendation  that  the  same  proportions 

be  used  for  practical  and  traditional 

studies  as  fourwi  in  Philippines. 


C.  Definition  of     1.  As  in  the  Philippines,  the  schools  be 
Limits  for  Courses 

defined  as  Primary,  Intermediate  and 

Secondary.   Beyond  this  the  Hormal 
University  and  special  trade  of  pro- 
fessional schools. 
2  .The  Primary,  Intermediate,  and  Secondary 


64 


BChools  to  be  on  the  4-5-4  plan* 
3.  Each  unit  to  be  complete  in  itself  and 
give  a  finished  education  for  a  certain 
group  of  pupils. 
4*  Each  unit  provide  instruction  introduc- 
tory to  the  next  hi^  school. 
D»  Eq\iipmant.  1#  Adequate  school  grounds  with  proper  class 

rooms  and  eqiiipraent*   Grounds  large 
enough  for  athletic  field  and  courts. 
Ample  room  t  o  provide  for  practical 
gardens  or  farms  for  experimental  wark# 
2*  Complete  laboratory  and  shop  equipments 
and  modern  tools  and  implements  for  the 
garden  and  farm. 
Z»  A   revised  series  of  texts  to  conform  to 
the  needs  of  the  new  type  of  instruction. 
Use  of  the  Philippine  texts.   English 
texts  \ised  if  possible. 
Wo  cannot  say  that  tliese  reccsanendations  will  achieve 
ftt  once  the  raarveloixs  transformaticai  in  the  life  of  the 
Siamese  which  has  been  seen  in  the  whole  life  of  the 


65 


Filipino.   But  there  la  no  question  as  to  tlie  effect 
that  will  be  made.   Prcctically  notliing  has  beon  or  is 
being  done  to  elevate  the  masoes  by  improving  their 
conditions  of  life,  and  they  are  eager  to  receive  any 
aid  we  have  to  offer  them  and  to  leai^n  all  things  that 
will  improve  life  conditions  in  practical  things*   It 
is  the  firm  conviction  of  manj',  including  the  vn,^iter# 
that  the  adoption  of  ideals,  principles,  and  methods, 
such  as  have  been  and  are  being  used  in  the  Philippine 
Islands,  will  result  in  a  corresponding  interest  in 
education  and  In  like  results  in  the  elevation  of  the 
people* 


66 


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